Lesson Plan Template

ED228

What my student needs to work on according to

assessment and observational data:
My student needs to work on comprehension and note taking.

Content Standards, Objectives, & Assessments

Indiana Academic Standard: (for English, math, science, social studies,
world language)
WH.6.1- Trace and explain the long-term and immediate causes (including
Nationalism, Imperialism, Militarism, and Alliances), major events and global
consequences of World War I.
Academic objective:
I will know that this lesson was successful if by the end of the lesson, the student is
able to:
Explain the series of events that led up to the start of World War I, as well as the
succession of counties entering the war that turned it into a worldwide war.

How will you assess this standard/objective?

I will assess this objective by having students create a flow chart or timeline of the
events to see if they were able to comprehend the series of causes and effects. This
will be assessed by checking to see if they have all of the key events in the correct
order, as well as an explanation as to why and how each event leads to the next.

Language Standards, Objectives, & Assessments

Indiana Content Literacy Standard: (for math, science, social studies,
world language)
-MAIN acronym- Militarism, Alliances, Imperialism, Nationalism
-Changes in Warfare techniques and technology with a focus on trench warfare

-Total War
Assassination of Archduke Franz Ferdinand and its alliance consequences
-Treaty of Versailles and the Formation of the League of Nations
Language objective:
I will know that this lesson was successful if by the end of the lesson, the student is
able to:
Explain what Alliances are, why they are important, and how they impacted the
countries involved in World War I.
How will you assess this standard/objective?
I will assess this standard and objective through their timeline or flowchart and how
it involves and explains the effects of alliances.

The lesson plan

Stage

What the teacher is doing

What the students are doing

INTO
How will you
introduce the
lesson concepts
and/or skills?

To introduce the lesson I will

lead a discussion on the
MAIN acronym, asking
students to help think of what
this acronym could mean
using a think-pair-share.

The students will be

participating in the think-pairshare in order to help the class
discover what the MAIN
acronym means. Students will
then take notes on the final
portion of the discussion when
the meaning of the MAIN
acronym I revealed.

THROUGH

For the next section I will help

After giving the few first events

Why you made these

instructional decisions
(explicit/cited connections to
research-based theory and
professional practices)
I made this choice so that students
have a better understanding on this
concept before they move into the
main body of the lessons. This
gives students the opportunity to
ask questions on anything they are
not yet understanding. BY using a
think-pair-share, students are both
engaged and therefore will have a
better understand on these key
vocabulary words. (Blooms
Taxonomy- Understand) This also
allows students to not only
memorize what the vocabulary in
the MAIN acronym means, but
also allows them to apply and work
with this vocabulary. (Fisher and
Frey)
I made this choice because not

How will you

teach the lesson
concepts and/or
skills?

lead a discussion on how to

use a flowchart or timeline of
the series of events leading up
to the countries entries in the
war. The students will come
up with the first few points,
which I will record on the
board.

for the class as an example,

students will continue to use
their textbooks to fill out their
flowchart or timeline on the
series of events.

BEYOND
How will you
help your
students to
draw
conclusions
and/or selfassess on the
lesson concepts
and/or skills?

I will then go around the room

as students are finishing up
and check up to see that they
are on the right track with the
timeline or flow chart.

After students are finished with

their chart or timeline they can
then compare and discuss with
the students around them to
make sure that everyone is on
the same page. Students will
then begin to discuss how all of
these events effected Europe
post-WWI.

only does it help the students

organize the information in an
effective way, it also teaches them
a note taking strategy that they can
use for many other history classes
or even other subjects. It also
engages the whole class in a
discussion to come up with the first
few events before students are on
their own to come up with the rest.
(Gradual release model) (Blooms
Taxonomy- Apply) Getting to work
through the first few pointes out
loud and in a group helps them to
analyze and work through what
they are reading in their textbooks.
(Goodmans How Proficient
Reading Works)
I made this choose as it allows
students to learn from
collaboration and solitary work.
They can compare and answers
and if they do not understand it to
begin with, having another student
explain it may help them by
hearing it a different way.
(Blooms Taxonomy- Analyze)
Going around the room and
checking up on students will serve
as a form of formative assessment.
No actualy grades will be recorded,
but immediate and first person
feedback will be given to the
students to they are able to make
changes if they are on the wrong
track. (Chappuiss The Best Value
in Formative Assessment)